Arnold D. Well

On the use of counterbalanced designs in cognitive research: a suggestion for a better and more powerful analysis.

Counterbalanced designs are ubiquitous in cognitive psychology. Researchers, however, rarely perform optimal analyses of these designs and, as a result, reduce the power of their experiments. In the context of a simple priming experiment, several idealized data sets are used to illustrate the possible costs of ignoring counterbalancing, and recommendations are made for more appropriate analyses. These recommendations apply to assessment of both reliability of effects over subjects and reliability of effects over stimulus items.

Effects of contextual constraint on eye movements in reading: A further examination.

The effect of contextual constraint on eye movements in reading was examined by asking subjects to read sentences that contained a target word that varied in contextual constraint; high-, medium-, or low-constraint target words were used. Subjects fixated low-constraint target words longer than they did either high- or medium-constraint target words. In addition, they skipped high-constraint words more than they did either medium- or low-constraint target words. The results further confirm that contextual constraint has a strong influence on eye movements during reading.

Asymmetries in the perceptual span for Israeli readers

Abstract Native Israeli readers read Hebrew and English text as their eye movements were monitored. A window of text moved in synchrony with their eye movements and the window was either symmetrical about the fixation point or offset to the left or right. When subjects were reading Hebrew, the perceptual span was asymmetric to the left and when they were reading English it was asymmetric to the right. The results point out the importance of attentional factors in reading.

Asymmetry of the effective visual field in reading

In three experiments, subjects’ eye movements were recorded as they read from a computer-controlled CRT. The amount of information available to the left and right of the fixation point was varied in order to determine the characteristics of the effective visual field in reading. Experiments 1 and 2 demonstrated that readers do not obtain useful information during a fixation more than 3 or 4 letters to the left of their fixation point. The results of Experiment 3 indicated that the effective visual field does not extend any further to the left than the beginning of the word currently fixated, independent of the number of letters available to the left of fixation. When combined with the results of other research on the perceptual span in reading, the results of these experiments indicate that the effective visual field extends from the beginning of the currently fixated word (but no further than 4 characters to the left of fixation) up to about 15 characters to the right of fixation.

The availability of useful information to the right of fixation in reading

A series of experiments that examined the characteristics of useful information to the right of fixation during reading is reported. In Experiments 1 and 2, reading performance when the information available to the right of fixation was determined by a fixed number of letters was compared with reading performance when the information to the right of fixation was determined by a fixed number of words. Beyond making more letters visible, both experiments showed that preserving all of the letters of a word was of no special benefit to reading. By explicitly presenting parts of the word to the right of fixation as well as the fixated word, Experiments 3 and 4 followed up on the implication that readers utilize partial letter information from words. Both experiments showed that reading was improved by this partial information and that preserving three letters of the word to the right of fixation improved reading almost as much as presenting the entire word. The implications the results have for models of reading are discussed.

Concept or Computation: Students' Understanding of the Mean.

In statistics, and in everyday life as well, the arithmetic mean is a frequently used average. The present study reports data from interviews in which students attempted to solve problems involving the appropriate weighting and combining of means into an overall mean. While mathematically unsophisticated college students can easily compute the mean of a group of numbers, our results indicate that a surprisingly large proportion of them do not understand the concept of the weighted mean. When asked to calculate the overall mean, most subjects answered with the simple, or unweighted, mean of the two means given in the problem, even though these two means were from different-sized groups of scores. For many subjects, computing the simple mean was not merely the easiest or most obvious way to initially attack the problem; it was the only method they had available. Most did not seem to consider why the simple mean might or might not be the correct response, nor did they have any feeling for what their results represented. For many students, dealing with the mean is a computational rather than a conceptual act. Knowledge of the mean seems to begin and end with an impoverished computational formula. The pedagogical message is clear: Learning a computational formula is a poor substitute for gaining an understanding of the basic underlying concept.

Seasonal variation of depression and other moods: a longitudinal approach

The present study examined the effect of season of the year on depression and other moods. Previous work, primarily cross sectional or retrospective in design and involving clinically depressed or seasonally affective disordered samples, has suggested that mood changes as a function of season. However, the literature also shows conflicting and/or inconsistent findings about the extent and nature of this relationship. Importantly, these prior studies have not adequately answered the question of whether there is a seasonal effect in nondepressed people. The present study employed a longitudinal design and a large sample drawn from a normal population. The results, based on those participants for whom mood measures were collected in each season, demonstrated strong seasonal effects. Beck Depression Inventory (BDI) scores were highest in winter and lowest in summer. Ratings on scales of hostility, anger, irritability, and anxiety also showed very strong seasonal effects. Further analyses revealed that seasonal variation in BDI scores differed for females and males. Females had higher BDI scores that showed strong seasonal variation, whereas males had lower BDI scores that did not vary significantly across season of the year.

A developmental study of the effects of irrelevant information on speeded classification

Abstract The study examined how well subjects were able to ignore the presence of irrelevant stimulus information as a function of age. Children aged 6, 9, and 12, as well as adult subjects sorted cards with one binary dimension relevant, and zero, one, or two dimensions irrelevant. Speed of classification was measured. Significant effects of age, sex, number of irrelevant dimensions, and relevant dimension on speed of classification were obtained, as well as a number of interactions of these variables. The most important finding was that the presence of irrelevant information interfered with the performance of the task by child subjects and that the magnitude of the interference declined with age. The results were interpreted as implying that developmental trends in attention may be most clearly demonstrated in tasks which require speeded processing of stimuli. The ease of administration of the speeded classification task, coupled with the clear developmental trends obtained, recommend this paradigm as a useful one with which to study the development of selective attention.

Understanding conditional probabilities

Abstract In two experiments, subjects were asked to judge whether the probability of A given B was greater than, equal to, or less than the probability of B given A for various events A and B. In addition, in Experiment 2, subjects were asked to estimate the conditional probabilities and also to calculate conditional probabilities from contingency data. For problems in which one conditional probability was objectively larger than the other, performance ranged from about 25–80% correct, depending on the nature of A and B. Changes in the wording of problems also affected performance, although less dramatically. Patterns of responses consistent with the existence of a causal bias in judging probabilities were observed with one of the wordings used but not with the other. Several features of the data suggest that a major source of error was the confusion between conditional and joint probabilities.

Development and testing of a seven-day dietary recall

Using multiple 24-hr recalls (24HR) we tested the Seven Day Dietary Recall (7DDR) developed to assess nutrient exposures, especially lipids, in dietary interventions and other clinical trials requiring measurement of effect over moderate time periods. A total of 261 individuals in three studies completed a 7DDR at the end of a 3- to 5-week period during which 3 to 7 24HR were telephone-administered on randomly selected days. One of these studies and data from one additional study (total n = 678) allowed us to test the ability of the 7DDR to predict serum lipid changes in an intervention setting. In correlation and linear regression analyses, high levels of agreement between 7DDR and 24HR were obtained. For total energy: r = 0.67 and b = 0.69, and for total fat intake (g/day): r = 0.67 and b = 0.80. When 7 days of 24HR were available agreement tended to be higher. For total energy: r = 0.69 and b = 0.95, and for total fat (g/day): r = 0.71 and b = 1.04. Data derived from the 7DDR and fit to the Keys and Hegsted equations closely predicted actual changes in total serum cholesterol (within 15% and 10%, respectively). The 7DDR is a relatively easily administered, sensitive method to assess short-term changes in dietary fat consumption in individuals.